The mediating and moderating effects of learning engagement and physical exercise on the mobile phone addiction and academic burnout
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View abstract on PubMed
Summary
This summary is machine-generated.Mobile phone addiction is linked to academic burnout in Chinese college students. Learning engagement partially mediates this relationship, while physical exercise offers a moderating effect.
Area Of Science
- Psychology
- Education
Background
- Mobile phone addiction is a growing concern among college students.
- Academic burnout significantly impacts student well-being and performance.
Purpose Of The Study
- To investigate the relationship between mobile phone addiction and academic burnout in Chinese college students.
- To explore the mediating role of learning engagement and the moderating role of physical exercise in this relationship.
Main Methods
- A questionnaire-based survey was conducted among 677 Chinese college students.
- Validated scales included the Mobile Phone Dependence Index Scale (MPDIS), Utrecht Work Engagement Scale-Student (UWESS), Maslach Burnout Inventory-Student Survey (MBISS), and Physical Exercise Rating Scale (PARS-3).
Main Results
- A significant positive correlation was found between mobile phone addiction and academic burnout (r=0.40, p<0.01).
- Mobile phone addiction negatively correlated with learning engagement (r=-0.18, p<0.01), which in turn negatively correlated with academic burnout (r=-0.57, p<0.01).
- Learning engagement partially mediated the relationship (20.7% of total effect), and physical exercise moderated the link between mobile phone addiction and learning engagement.
Conclusions
- Mobile phone addiction contributes to academic burnout, with learning engagement playing a key mediating role.
- Physical exercise may help mitigate the negative impact of mobile phone addiction on learning engagement.
- Findings offer insights for interventions aimed at preventing and managing academic burnout in college students.
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